Conhecimentos mobilizados por graduandos e professores que ensinam matemática em um curso de formação sobre tarefas de análise da produção escrita

Abstract

This qualitative research aimed to investigate what knowledge is mobilized by undergraduates and teachers in an environment of discussion and construction of Written Production Analysis Tasks to reflect on the professional practice of the teacher who teaches mathematics. To answer the question of the research was necessary to elaborate a theoretical reference on the Written Production Analysis as a teaching strategy in the perspective exposed by Santos (2014) and later exemplified by Cardoso (2018), the of Written Production Analysis Tasks according to the assumptions of Pereira, Doneze and Dalto (2018), about Mathematical Knowledge for of Ball, Thames and Phelps (2008) e of Professional Learning Tasks of Ball and Cohen (1999) and Smith (2001). The research environment consisted of an extension course entitled "Written Production Analysis Tasks as a teaching and learning strategy". The target audience of the course were teachers and future teachers of Mathematics and the Early Years of Elementary School. The data from the discussions and reflections of the participants are written records and audio and video recordings and were later analyzed in the light of the Discursive Textual Analysis. To conduct the analysis of the data, it was defined after the deconstruction of the corpus, the subjects of the research became three participants; a Mathematics teacher, a Mathematics graduate, and a pedagogue. While the analysis was initiated, it was possible to define that the majority of knowledge mobilized revolved around the Specialized Content Knowledge - SCK, Knowledge of Content and Student - KCS and Knowledge of Content and Teaching - KCT which led to analysis and subsidized the construction of results. In general, it was possible to conclude that knowing and presenting different representations for a given mathematical content and making it visible, aiding in their understanding, were the fundamental skills associated with SCK mobilized in the research. As well as the teacher's ability to familiarize students and their mathematical thoughts. Finally, to use observations or representations made by students as an opportunity to introduce, teach the content associated with KCS and KCT respectively.